1. Walking the Talk: A Differentiated Journey with Differentiation Leslie Grahn World Language Resource Teacher HCPSS Leslie Grahn World Language Resource Teacher HCPSS

2. Why Differentiated Instruction for HCPSS World Languages? Increased access of middle school students to World Languages Need to differentiate in combined classes between regular and honors courses and between levels Emphasis on knowing the learner Increased access of middle school students to World Languages Need to differentiate in combined classes between regular and honors courses and between levels Emphasis on knowing the learner

3. Development of a theme

4. Making connections A perfect fit, not an add-on

5. Differentiation + HCPSS Vision

6. Differentiation + Cultural Proficiency Assess culture Value diversity Manage the dynamics of difference Adapt to diversity Institutionalize cultural knowledge Assess culture Value diversity Manage the dynamics of difference Adapt to diversity Institutionalize cultural knowledge

7. Differentiation + Culturally Responsive Teaching Understand how learners construct knowledge Learn about students’ lives Be socioculturally conscious Hold affirming views about diversity Use appropriate instructional strategies Advocate for all students Understand how learners construct knowledge Learn about students’ lives Be socioculturally conscious Hold affirming views about diversity Use appropriate instructional strategies Advocate for all students

8. Differentiation + Plan-Do-Study-Act

9. 2008-2009 Challenges Realizing staff were at varying points in DI journey “Keeping the ball rolling” Becoming greener Realizing staff were at varying points in DI journey “Keeping the ball rolling” Becoming greener

10. Putting Support Systems into Place

11. Differentiation buddies

12. World Language Document Repository Intranet Pages Online resources

13. Role Modeling Differentiation strategies

14. Self Assessment & Reflection

15. Essential Questions How can I model differentiation in my professional development efforts here in Howard County and beyond? How can I “walk the talk”? How can I model differentiation in my professional development efforts here in Howard County and beyond? How can I “walk the talk”?

16. What about…?

17. The birth of the Dare to Differentiate wiki

18. Dare to Differentiate Wiki today

19. Technology widens choices for adult learners Based on participants ’ varied readiness levels interests learning preferences For PD delivery models: in person remote synchronous asynchronous Based on participants ’ varied readiness levels interests learning preferences For PD delivery models: in person remote synchronous asynchronous

20. Choice + Expectations Follow-up possibilities: share at department meeting submit a product for the WL DR submit a discussion posting on the wiki Follow-up possibilities: share at department meeting submit a product for the WL DR submit a discussion posting on the wiki

21. Let’s take a tour daretodifferentiate.wikispaces.com

22. Homepage

23. Discussion Page

24. Feedback page

25. Google Forms Table & Summary

26. Idea Sharing Page

27. Using technology for data collection

28. The option I chose for the February 26th Professional Development was I appreciated having choices.

29. As a result of my work on November 24th and on February 26th, I have deepened my knowledge about differentiated instruction. I believe that my work in differentiation this year will

30. Ever-changing sets of learners drive changes in wiki HCPSS MS and HS WL teachers HCPSS K-12 School-based and Central Office staff HCPSS Elementary & Secondary Curricular Programs K-16 WL teachers across region and nation District WL Supervisors from across nation HCPSS MS and HS WL teachers HCPSS K-12 School-based and Central Office staff HCPSS Elementary & Secondary Curricular Programs K-16 WL teachers across region and nation District WL Supervisors from across nation

32. Leadership for Differentiation DI Professional Development Tools

33. Follow-up after presentations

34. Ripples of Influence

35. Wiki Members

36. Wiki Web Citings

37. Wiki Statistics- April 2009

38. Wiki Statistics- May 2009

39. International Wiki Visitors April-June 2009 USA Argentina Australia Canada Great Britain Greece Guam Indonesia Iran USA Argentina Australia Canada Great Britain Greece Guam Indonesia Iran Kuwait Mexico Pakistan Qatar Senegal Thailand Tunisia United Arab Emirates Kuwait Mexico Pakistan Qatar Senegal Thailand Tunisia United Arab Emirates

40. Dare to Differentiate Presentation Participants Plus: Alaska, Hawaii, Bermuda, Ontario, Germany, Japan, and Russia

41. Tomlinson’s Non-Negotiables of Differentiation Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping

42. Supportive learning environment & Flexible grouping High expectations, continuity, and accountability Opportunities to collaborate- in person and virtually Support system Choice High expectations, continuity, and accountability Opportunities to collaborate- in person and virtually Support system Choice

43. Continuous Assessment Collect data about learners Use technology to collect feedback Self-assessment and reflective practice Consultation with tech professionals Continuity and follow-up Collect data about learners Use technology to collect feedback Self-assessment and reflective practice Consultation with tech professionals Continuity and follow-up

44. High Quality Curriculum In a variety of media High expectations and continuity communicate value Deepening understandings paired with application Easily accessible In a variety of media High expectations and continuity communicate value Deepening understandings paired with application Easily accessible

45. Respectful tasks Attending to adult learner needs Providing choices Differentiating PD experiences Allowing for learning profile and readiness differences Attending to adult learner needs Providing choices Differentiating PD experiences Allowing for learning profile and readiness differences

46. My insights 1.Synchronous and asynchronous and in- person and remote professional development all can be effective. 2.Learners appreciate choices. 3.Technology tools can be used to “bridge the gap” between levels of experience, geography, learning preferences, and time limitations. 1.Synchronous and asynchronous and in- person and remote professional development all can be effective. 2.Learners appreciate choices. 3.Technology tools can be used to “bridge the gap” between levels of experience, geography, learning preferences, and time limitations.

47. The journey continues… All images unless otherwise indicated taken from Microsoft Clipart Gallery http://office.microsoft.com/en-us/clipart/default.aspx